1.2A(ii): recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound

1.2A(iii): distinguishing between long and short vowel sounds in one-syllable words

1.2A(v): blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends

1.2A(vii): segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

1.2B(i): decoding words in isolation and in context by applying common letter sound correspondences

1.2B(iii): decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

1.2B(v): decoding words with inflectional endings, including -ed, -s, and -es

1.2B(vi): identifying and reading at least 100 high-frequency words from a research-based list

1.2C(i): spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables

1.2C(iii): spelling words using sound-spelling patterns

1.2C(iv): spelling high-frequency words from a research-based list

1.3D: identify and use words that name actions, directions, positions, sequences, categories, and locations

1.4A: use appropriate fluency (rate, accuracy, and prosody) when reading, grade-level text

1.6I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

1.7F: respond using newly acquired vocabulary as appropriate

1.10A: discuss the author's purpose for writing text

1.11B: develop drafts in oral, pictorial, or written form by

1.11D(viii): edit drafts using standard English conventions, including capitalization for the beginning of sentences and the pronoun I

1.13E: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

1.3B: use illustrations and texts the student is able to read or hear to learn or clarify word meanings

1.6A: establish purpose for reading assigned and self-selected texts with adult assistance

1.6E: make connections to personal experiences, ideas in other texts, and society with adult assistance

1.7A: describe personal connections to a variety of sources

1.7B: write brief comments on literary or informational texts

1.9D(ii): recognize characteristics and structures of informational text, including: features and simple graphics to locate or gain information

1.9F: recognize characteristics of multimodal and digital texts

1.11A: plan a first draft by generating ideas for writing such as by drawing and brainstorming

1.11B(i): organizing with structure

1.11B(ii): developing an idea with specific and relevant details

1.11D(i): edit drafts using standard English conventions, including complete sentences with subject-verb agreement

1.11D(ii): edit drafts using standard English conventions, including past and present verb tense

1.11D(v): edit drafts using standard English conventions, including adverbs that convey time

1.12B: dictate or compose informational texts, including procedural texts

1.13A: generate questions for formal and informal inquiry with adult assistance

1.2F: develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words

1.3D: identify and use words that name actions, directions, positions, sequences, categories, and locations

1.6B: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance

1.6I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

1.9D(i): the central idea and supporting evidence with adult assistance

1.9D(iii): organizational patterns such as chronological order and description with adult assistance

1.11C: revise drafts by adding details in pictures or words

1.11D(i): edit drafts using standard English conventions, including complete sentences with subject-verb agreement

1.11D(viii): edit drafts using standard English conventions, including capitalization for the beginning of sentences and the pronoun "I"

1.11D(ix): edit drafts using standard English conventions, including punctuation marks at the end of declarative, exclamatory, and interrogative sentences

1.13E: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

1.6G: evaluate details to determine what is most important with adult assistance

1.6H: synthesize information to create new understanding with adult assistance

1.7A: describe personal connections to a variety of sources

1.7B: write brief comments on literary or informational texts

1.7E: interact with sources in meaningful ways such as illustrating or writing

1.10B: discuss how the use of text structure contributes to the author's purpose

1.11A: plan a first draft by generating ideas for writing such as by drawing and brainstorming

1.11D(ii): edit drafts using standard English conventions, including past and present verb tense

1.11D(iii): edit drafts using standard English conventions, including singular, plural, common, and proper nouns

1.11D(vi): edit drafts using standard English conventions, including prepositions

1.11D(vii): edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases

1.12B: dictate or compose informational texts, including procedural texts

1.13A: generate questions for formal and informal inquiry with adult assistance

1.13C: identify and gather relevant sources and information to answer the questions with adult assistance

1.2A(i): producing a series of rhyming words

1.2A(ii): recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound

1.2A(iii): distinguishing between long and short vowel sounds in one-syllable words

1.2A(iv): recognizing the change in spoken word when a specified phoneme is added, changed, or removed

1.2A(v): blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends

1.2A(vi): manipulating phonemes within base words

1.2A(vii): segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends

1.2B(i): decoding words in isolation and in context by applying common letter sound correspondences

1.2B(ii): decoding words with initial and final consonant blends, digraphs, and trigraphs

1.2B(iii): decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

1.2B(v): decoding words with inflectional endings, including -ed, -s, and -es

1.2B(vi): identifying and reading at least 100 high-frequency words from a research-based list

1.2C(i): spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables

1.2C(ii): spelling words with initial and final consonant blends, digraphs, and trigraphs

1.2C(iii): spelling words using sound-spelling patterns

1.2C(iv): spelling high-frequency words from a research-based list

1.4A: use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

1.6C: make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance

1.6I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

1.7D: retell texts in ways that maintain meaning

1.8C: describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently

1.7F: respond using newly acquired vocabulary as appropriate

1.10A: discuss the author's purpose for writing text

1.11C: revise drafts by adding details in pictures or words

1.11D(i): edit drafts using standard English conventions, including complete sentences with subject-verb agreement

1.11D(viii): edit drafts using standard English conventions, including capitalization for the beginning of sentences and the pronoun "I"

1.11D(ix): edit drafts using standard English conventions, including punctuation marks at the end of declarative, exclamatory, and interrogative sentences

1.12A: dictate or compose literary texts, including personal narratives and poetry

1.13E: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

1.6A: establish purpose for reading assigned and self-selected texts with adult assistance

1.6D: create mental images to deepen understanding with adult assistance

1.7A: describe personal connections to a variety of sources

1.7E: interact with sources in meaningful ways such as illustrating or writing

1.8B: describe the main character(s) and the reason(s) for their actions

1.8D:describe the setting

1.9C: discuss elements of drama such as characters and setting

1.9A: demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes

1.10D: discuss how the author uses words that help the reader visualize

1.11A: plan a first draft by generating ideas for writing such as by drawing and brainstorming

1.11B(ii): developing an idea with specific and relevant details

1.11D(ii): edit drafts using standard English conventions, including past and present verb tense

1.11D(iii): edit drafts using standard English conventions, including singular, plural, common, and proper nouns

1.11D(iv): edit drafts using standard English conventions, including adjectives, including articles

1.11D(vi): edit drafts using standard English conventions, including prepositions

1.11D(vii): edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases

1.12C: dictate or compose correspondence such as thank you notes or letters

1.13A: generate questions for formal and informal inquiry with adult assistance

1.2A(i): producing a series of rhyming words

1.2A(iv): recognizing the change in spoken word when a specified phoneme is added, changed, or removed

1.2A(v): blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends

1.2A(vi): manipulating phonemes within base words

1.2A(vii): segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends

1.2B(i): decoding words in isolation and in context by applying common letter sound correspondences

1.2B(ii): decoding words with initial and final consonant blends, digraphs, and trigraphs

1.2B(iii): decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

1.2B(iv): using knowledge of base words to decode common compound words and contractions